Abstract
Teachers make assumptions about education that are expressed in their classroom behavior. Many teachers are not aware that their behavior is directly related to their assumptions and some are unaware of the assumptions they make. Attempts to help teachers shape their behavior in the classroom starts with encouraging them to identify the assumptions they make about education in general and about schools, teachers, learning and students in particular. The teacher who is aware of the assumptions he makes can then explore the classroom behavior that is consistent with those assumptions. When discussing assumptions and the related behavior with others, the teacher soon realizes that others have made differ-
Published Version
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